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THE THREE R'S 

IMPROVEMENT IN THEM 
PLACE IN PRESENT COURSE OF STUDY 



CLEVELAND PUBLIC SCHOOLS 



THE THREE R'S 

IMPROVEMENT IN THEM 
PLACE IN PRESENT COURSE OF STUDY 



CLEVELAND PUBLIC SCHOOLS 



»>« o. 



THE BOARD OF EDUCATION 

CLEVELAND 

1909. 



v^' 



The Board of Education ^,V* 

of the 



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City School District of the City of Cleveland 



Officers 

Francis H HaseroT President 

Charges Orr Director of Schools 

Wixuam H Ei/SON Superintendent of Schools 

W C Fisher Clerk 



Members 



Francis H Haserot 

Sarah E Hyre Wai/ter D Sayi,e 

Samuei, P Orth John C Canfield 

George C Ashmun Whuam G Leopold 



Educational Department 

Wiuiam H EeSON Superintendent of Schools 

Henry C Muckxey Assistant Superintendent 

Warren E Hicks Assistant Superintendent 

Frank P Bachman Assistant Superintendent 



School Headquarters 
Rockwell Ave. and E. 6th St. (Rockwell and Bond Sts.) 



AUG 



TABLE OF CONTENTS 



V 

Page 



-SI 



I WIDENING CONCEPTION OF ELEMENTARY EDUCATION... 9 

Colonial Aim 9 

View of the 60's 10 

£ Present Purpose of Elementary School 10 

Present Course of Study 11 



5 



II THE RISE OF CRITICISM 11 

Criticism to be Heeded....... 11 

Protest of the Old Against the New 12 

Findings of Educational Commission 12 

Present Attitude 12 

III PLACE ASSIGNED THE THREE R'S 13 

Time Allotted the Three R's 13 

Time Allotted in Other Cities 14 

Commanding Place in Cleveland Schools 15 

IV IMPROVEMENT IN READING 15 

Status in Course of Study 15 

Aim Made Practical 16 

Materials Adapted and Enriched. ..... 17 

The Dictionary Emphasized 17 

Methods Rendered Attractive and Effective 17 

Results ;.. 18 

V IMPROVEMENT IN SPELLING 18 

Educational Commission's Test 18 

Interest in Spelling Aroused 19 

Results of Spelling Contests 19 

The Chicago Test 20 

N. E. A. Spelling Contest 21 

Test of 1858 Re-given 21 

Inferences 21 

VI IMPROVEMENT IN WRITING 22 

Spencerian System 22 

Introduction of Vertical System 22 

The Practical Writing System .. 23 

Fore-arm Movement ."„..*. 24 

Supervisors Trebled 24 

Exhibits Installed 24 

' The Outcome 25 

VII IMPROVEMENT IN ARITHMETIC ... 25 

Place Assigned Arithmetic 25 

Results in Arithmetic Questioned 25 

Commission's Test Re-given 26 

Test of 1856 Re-given .. 28 

Increased Efficiency 29 

VIII THREE R'S IN THE NORMAL SCHOOL.. 29 

IX CONCLUSIONS 29 



Fig. 1 





SCO 


*° 


4o 


*© «< 























Fi^. 7 Black shows part of total time of elementary school of above 
cities given to the three R's. 



Reading 

Spelling 

Grammar 

Language 

Writing 

Arithmetic 

Geog., History 

Music 

Drawing 

Manual Train. 

Phys.Jr.,Hyg. 



Fig. 2 




4o 
_j 



to 



ffo 



la-o 



Fig. 2 Black shows part of total time of elementary schools of Cleveland devoted to 
Reading and to each of the other studies. 



Fig. 3 



Commission's Test 
1st Spel'ng Contest 
1st Annual Contest 
2d Annual Contest 
3d Annual Contest 




Fig. 3 Black shows part of fifty-five words misspelled in each test from Educational Com- 
mission's Spelling Test, 1905, to Third Annual Spelling Contest, 1909. 



ao 



Fig. 4 

i-»0 IsO 



%-6 



Commission's Test 
1st Spel'ng Contest 
1st Annual Contest 
2d Annual Contest 
3d Annual Contest 



icro 

1 



Fig. 4 Black shows increase in efficiency from Educational Commission's Spelling Test, 1905, 

to Third Annual Spelling Contest, 1909. 



Test of 1858 



AO 



Fig. 5 
140 to 



£ro 



\(5~t> 



Same in 1909 



Fig. S Black shows per cent of efficiency for Spelling Test given in Cleveland Schools 

in 1858, and for same re-given 1909. 



Fig. 6 





--ffUs/l'JlSZ^' } 




C^^/^^^^^^--^^ 










Fig. 6 Sample of Spencerian Writing. Sixth grade pupil. Taught in Cleveland 

Schools until 1896. 



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Fig. 7 













KlOt 




(U, shbUitd 





nhUYLCk. 



Fig. 7 Sample of Vertical Writing. Sixth grade pupil. Taught in Cleveland 

Schools until 1905. 



Fig. 8 






Fig. 8 Sample of Present Style. Sixth grade pupil. 

6 



s-o 



Fig. 9 



^^ t >J2<=^s~T > r<»c_j~* oe. 



.»£» 




\TV> 





Ao\d iT» on 


I^Oi 








J S>0 3 





-3 \j bTre^cJt i o K\ 





Wolfi plication 



^t> \v\^,\o>n 




Pe~ vc e. j-i^ 




Black shows per cent of efficiency for each problem of Educational Com- 
mission's Test 1905, and when re-given 1909. 



Fig. 10 



Test of 1856 



Same in 1909 




fee 



8-0 



f 00 



Z3 



Fig. 10 Black shows per cert of efficiency for Arithmetic Test given in Cleveland 
Schools 1856, and for same re-given 1909. 



THE THREE R'S 

IMPROVEMENT IN THEM 
PLACE IN PRESENT COURSE OF STUDY 



To the Honorable Board of Education: — 

Changes in the social, industrial, and commercial life of our city- 
suggest that certain adjustments might be made in our elementary schools, 
to the end of adapting their work still further to the needs of the whole 
community. Whatever modifications might be made in the character of 
the elementary instruction given the youth of the community, whether 
they be destined for higher academic institutions or for early entrance 
upon life-pursuit, must take into account that there are certain studies 
essential in the education of all. These branches are reading, spelling, 
writing, and arithmetic — the so-called three R's, and their place in the 
school must be guaranteed and must be made secure against all other 
claims. 

That changes which it may seem advisable to make in the present 
course of study might in no way endanger the rightful position of the 
three R's and particularly in view of the fact that the work of the Cleve- 
land schools in these subjects is sometimes criticized, it was deemed wise 
to make clear the position now occupied in the program of studies by these 
branches and to make sure of the efficiency of our children in them. To 
this end certain investigations were undertaken, the results of which, 
report is herewith respectfully made : ■ 

i 

WIDENING CONCEPTION OF ELEMENTARY EDUCATION 

Colonial Aim 

During Colonial times and the first years of our national existence, 
industrial and social conditions were simple. Agriculture was the chief 
occupation ; a few followed hand trades ; of business there was little, and 
there were only the beginnings of manufacture and of commerce. The 
' people as a whole lived on farms or in rural groups, and mingled on terms 
of relative equality. Of the professions there were but the lawyer and 
the minister, all others were, in broad terms, laborers. 

Under these conditions, the work of the elementary school was 
grasped in a simple and definite way. The school existed to teach reading, 
spelling, writing, and arithmetic. These branches were viewed as the 
essentials, as they not only supplied the keys to learning, but served the 
practical purposes of the parent and the citizen. With such a conception 
of elementary education prevailing, the whole time of the elementary 
school and the whole energies of the teacher were naturally devoted to 



instruction in the three R's. To give knowledge in these studies became 
the common end of the school, and to read and spell well, to write an 
elegant hand, and to "cipher to the rule of three" became the standards 
of scholarly attainments. These were the days, if tradition were believed, 
when children knew how "to read, spell, write, and cipher." 

View of the 6o's 

Between 1812 and 1865 is termed the period of national develop- 
ment. At all events, this is the time when our national domain was ex- 
tended southward to the Gulf and westward to the Pacific; the period 
when the country west of the Alleghanies was settled, or open to settle- 
ment, and intercourse and trade sprang up between all parts of our land. 
It was the time, too, when the implications of democracy in their practical 
expression and workings became evident, and the dangers besetting a 
democratic society became apparent. In short, it was the time when the 
American people came into possession of their country and their 
institutions. 

These developments had their effects upon the conception of 
elementary education. It became clear, if the youth of the land were to 
appreciate and do their part in the preservation and continuation of 
democratic institutions, that they must be instructed in patriotism, taught 
the history of the American people, and g'wen a knowledge of their 
country. To accomplish this there were added to the program of elemen- 
tary studies, geography, history, and music. It was therefore under the 
influence of a growing nationalism and resulting enlarged view of the 
work of the common school, that these branches were introduced and 
came to share the time of the school and energies of the child with the 
three R's. 

Present Purpose of Elementary School 

The last three or four decades have wrought fundamental changes 
in American life. These changes have not been so much in our institu- 
tions as in our mode of life and in the conditions of making a living. The 
American people no longer live upon the farm, but dwell continuously 
more in cities. Though farming remains the largest single occupation, 
we have become essentially an industrial and commercial nation, and 
today the great majority of wage earners are engaged in industry, trade 
or commerce. The conditions of gaining a livelihood are consequently 
very different from what they were a few generations ago. The youth 
of today face a situation which, if they are to support themselves and 
those dependent upon them, do their part in the community, and live 
as independent, self-respecting citizens, demands on their part practical 
knowledge and industrial skill. This practical knowledge and industrial 
skill is not merely demanded of a few, but practically of all, for only 
four per cent of the bread zvinners of our nation are in the professions 
and public service, while the remaining ninety-six per cent gain their live- 
lihood through some form of industrial or commercial pursuit. 

This transition from a rural to an urban people, from an agricultural 
to an industrial nation, and the resulting changes in the mode of life and 
in the conditions of making a living have broadened still further our con- 
ception of what constitutes a proper elementary education. The child 

10 



should, to be sure, know how to read, spell, write, and cipher; he should 
know the country and history of his people, and that he may be prepared 
to do the work of this age and make a living in it there is particular need 
of giving him such instruction as will foster his health and be helpful in 
industry, trade, and commerce. In short, our life has become essentially 
industrial and commercial and the education which fits for such life must 
likewise be industrial and commercial. 

To prepare the child to meet the demands of this age, to equip him 
to perform and stand the work he will find to do, there have been intro- 
duced into the elementary school, physical training, hygiene, drawing, 
manual training (for boys), and household arts (for girls). The addition 
of these studies tends to divide still further the time and energy formerly 
given to the three R's. 

Present Course of Study 

Such are certain of the forces that have operated to give form to our 
present ideas of elementary education, led to the conviction that the 
elementary school should prepare the child both to live and to make a 
living, and that have given the Cleveland schools the present course of 
study, comprising the following branches : 

Reading 

Spelling 

Writing 

Language 

Arithmetic 

Geography-History 

Music 

Drawing 

Manual Training (for boys) 

Household Arts (for girls) 

Physical Training-Hygiene 



II 

THE RISE OF CRITICISM 

The widening conception of elementary education is thus ever laying 
increasing burdens upon the common school. The school has accepted 
these and has endeavored to do faithfully its enlarged task. It is, how- 
ever, not surprising that its work should have within late years been 
subject to even virulent criticism, for the school itself face,d new condi- 
tions, was summarily forced into new lines and types of instruction. 

Criticism To Be Heeded 

Though a part of this criticism may be ignored, there is a portion of 
it which should be considered, namely, that directed against the encroach- 
ment of the non-essential branches upon the time needed for the essential 
studies, and that directed against the lack of efficiency in the three R's of 
boys and girls coming from the elementary school. For whatever the 
future of the child, whether he is to continue in school, or from choice or 

11 



necessity is destined to early entrance upon life pursuit, nothing can be of 
more value than a thorough knowledge of reading, spelling, writing, and 
arithmetic. 

Protest of the Old Against the New 

The present-day school is criticized, at least by some, because the 
school of today differs from that of two or three generations ago. Old 
studies have received new content, new studies have been added, methods 
of instruction improved, and the ways of treating and disciplining 
children altered. People understand that the needs of modern life have 
revolutionized means of communication and transportation, that modern 
conditions have necessitated modifications in modes of living, but it 
seems more difficult for them to appreciate that changes in the social 
order, that this new industrial and commercial age necessitates modifica- 
tions of a decided character in the school, if it is to serve rightly the 
community supporting it and to fit properly boys and girls for their place 
in a life that is essentially industrial and commercial. 

The reasons and meanings of the differences between the school of 
the present and that of the past not being readily understood or appre- 
ciated, and people being on the whole averse to change, the present-day 
school comes in for criticism therefore merely because children study 
different things from what they used to, because they do not read the 
same old books and in the same old manner, because they cannot spell the 
same unusual and impractical words, because they do not write in the 
same way and use the same style of hand, because they can't solve the 
old type of catch problems, and don't do their arithmetic as formerly. 
Such criticism is, of course, the eternal protest of the old against the 
new and is to be expected. 

Findings of Educational Commission 

Criticism directed against the present-day school arises on the other 
hand from the fact that the boys and girls coming from it are found in 
the world of practice to be deficient in reading, spelling, writing, and 
arithmetic. "It has long been a matter of every day complaint among 
Cleveland business men," runs an editorial of 1906, "that the young men 
and women who come from the schools — even with a high school cer- 
tificate — are shamefully at fault in spelling the ordinary words used in 
commercial correspondence, and unreliable in the simple figures of com- 
mon business." The deficiency of our schools in these respects was still 
further emphasized by the report of the Educational Commission, which 
placed the burden upon those in authority of increasing efficiency in the 
'"great studies;" 

Present Attitude 

The Educational Commission stated that "intelligent reading, legible 
writing, easy accuracy in the fundamental arithmetical processes, and 
ability to express thought in writing or in speech, in an intelligent manner 
and with a reasonable degree of conventional propriety are absolutely 
essential, and the first work of the school." Since the report of the Com- 
mission, although a decided effort has been made to keep the schools of 
Cleveland abreast of the larger conception of elementary education and 

12 



to adjust their work to the needs of this age, yet the essential studies, as 
will be shown, have in no wise been subordinated to non-essentials and 
substantial improvement has been made in the teaching of the three R's, 
and in the efficiency of pupils in these fundamental studies. 



Ill 

PLACE ASSIGNED THE THREE R'S 

The importance ascribed a subject or group of subjects in the 
elementary school is indicated in part by the time of the school assigned 
the given branch or branches. 

Time Allotted Three R's 

Table I shows the time of the elementary schools of Cleveland given 
to the three R's in 1858, 1878, and 1908: 

Table I 



THE THREE R'S 


Per Cent of Total 
Time— 1858 


Per Cent of Total 
Time -1678 


Per Cent of Total 
Time— 1908 


Reading \ 

Reading i 
Spelling 1 
Language V 
Grammar f 

Writing \ 

Arithmetic / 


79.89 


70.91 


70.19 



From Table I it will be observed that we are now devoting 70.19 of 
the total time of our elementary schools to the three R's, zvhich leaves but 
20.81 per cent for the other studies of the curriculum. Or, we are now 
devoting more than seven out of every ten days the school is in session to 
teaching reading, spelling, writing, and arithmetic, and when this goes on 
month after month and year after year throughout the whole elementary 
school period, it would seem that sufficient time is given these branches, 
however important they may be; especially when the other studies of 
the school are considered in their relation to life under modern industrial 
and social conditions. 

Despite the impression at times finding utterance, that the three R's 
have in late years been overshadowed by the less important studies, and 
that time rightly belonging to them is given to non-essentials, the three 
R's hold the same place in the schools of Cleveland today as thirty years 
earlier. For .72 of one per cent marks the difference in the time credited 
to the three R's in 1878 and in 1908. In view of the changes in industrial 
and social conditions, enhancing the value of other studies, it is surprising 
there is not a greater difference. However that may be, the fact should 
not be lost to view that the three R's are nozv accorded the same import- 
ance in the course of study as three generations ago, and that the time be- 
longing to these fundamentals is not given to non-essentials. 

13 



Indeed, one has to go back in the history of the Cleveland schools 
fifty years before he finds any considerable difference in the position as- 
signed the three R's. During the half century passed, Cleveland has 
grown from a place of thirty thousand inhabitants to the seventh city of 
the Union; from a community dependent upon agriculture and simple 
industries, it has become an industrial center, manufacturing a greater 
variety of products than any other city in America. This same time has 
witnessed a complete transformation in the average home, while the con- 
ditions of gaining a livelihood have become more complex and more 
difficult to fulfill. Notwithstanding these changes, all of which rendered 
practical knowledge and industrial skill of greater worth, but 9.7 per cent 
less of the total time of the elementary school is now devoted to the 
three R's than fifty year ago — a surprisingly small difference from what- 
ever side considered. 

Time Allotted in Other Cities 

The position accorded the three R's is brought still more clearely to 
view, if the time credited to these subjects in the Cleveland schools is com- 
pared with that given them in other cities. 

Table II shows the per cent of the total time of the elementary 
schools of ten cities given in 1908 to the three R's, the average per cent of 
total time assigned, also the per cent of total time allotted in Cleveland: 

Table II 















01 






>> 






■M 








M 




u 









a 


■w 


'3 


c 




the three R'S 




co 



ffl 




V 



bo 
rt 

A 
O 


V 

•4-* 

to 

1» 

.c 

u 



O 

a 




p. 

rt 

a 

rt 

-a 
a 


09 

'3 


to 


3 
rt 




CO 

es 

CO 

a 

at 

M 


a 

rt 

a 

rt 


rt oj 

< 


a 

> 
u 

a 




























Reading j 


























Spelling 1 


























Grammar V 


62.80 


51.71 


56.16 


57.10 


62.51 


63.15 


60.87 


63.70 


61.16 


67.08 


60.62 


70.19 


language / 















































































Cleveland, it will be observed, assigns to the three R's of the total 
time of her elementary schools 7.39 per cent more than Boston, 18.48 per 
cent more than New York, 14.03 per cent more than Chicago, 13.09 per 
cent more than Rochester, 7.68 per cent more than Cincinnati, 7.04 per 
cent more than Indianapolis, 9.32 per cent more than St. Louis, 6.49 per 
cent more than Milwaukee, 9.03 per cent more than Kansas City, and 
3.1 1 per cent more than San Francisco, the highest in the list. Not only 
do we devote more of the time of our schools to the three R's, by 3.1 1 
per cent than any of the above cities, but we assign to them 7.57 per cent 
more time than the average in these ten leading cities of the country. 



14 



Fig. 1 



3LO 



Cleveland 

San Francisco 

Milwaukee 

Indianapolis 

Boston 

Cincinnati 

Kansas City 

St. Louis 

Rochester 

Chicago 

New York 



¥■«» 



66 



to 



|<r6 

3 



3 



fig. 1 Black shows part of total time of elementary school of above 
cities given to the three R's. 

Commanding Place in Cleveland Schools 

In view of the position now accorded the three R's in the present 
course of study, in view of the fact they hold the same place now as 
thirty years ago, in view of the fact that fifty years have witnessed a 
reduction of but 9.7 per cent in the time devoted to these studies, and 
in view of the fact that we give 7.57 per cent more of the total time of 
our schools to them than the average in the ten leading American cities, 
it is evident the three R's occupy a commanding position in the Cleveland 
schools and are in nowise being displaced by the other studies, or by the 
so-called non-essentials. 

IV 
IMPROVEMENT IN READING 

Improvement in a study like reading cannot be indicated in per cents. 
There is nothing absolute in it as there is in spelling and arithmetic; a 
word is either spelled right or wrong, and so in the solution of a problem. 
For this reason no two persons will give the same mark to the same work 
in reading, consequently improvement in it can be indicated in a general 
way only. 

Status in Course of Study 

Though other branches have been introduced into the curriculum, 
and have come to share the attention of the teacher and the energies of 
the child, reading, throughout the history of the Cleveland schools, has 
been and is today regarded the most important study. To it has always 
been given a large portion of the total time of the school, and though the 

15 



addition of other studies has lessened that assigned other branches, more 
time is devoted to reading in the Cleveland schools today than thirty 
years ago, for in 1878 but 23.41 of the total time of the school was allotted 
it, whereas we now give 26.31 per cent; in a word, we now devote even 
more than every fourth day of our schools to reading, to say nothing of 
additional time given to supplementary work. To put it in another way, 
of the $1,520,250, the total cost of instruction — not including manual 
training or kindergarten — for 1908, more than one-fourth was spent on 
teaching boys and girls how to read. 

Fig. 2 



Reading 

Spelling 

Grammar 

Language 

Writing 

Arithmetic 

Geog., History 

Music 

Drawing 

Manual Train. 

Phys.Jr., Hyg. 




*+o 60 ?o lav 

_1 1 1 ■- 



Fig. 2 Black shows part of total time of elementary schools of Cleveland devoted to 
Reading and to each of the other studies. 

Not only is 10 per cent more of the total time of the Cleveland 
schools credited to reading than to any other study, arithmetic not ex- 
cepted, but we give 2.83 per cent more than the average in ten of the 
most important cities of the country, devoting more time than Boston, 8.54 
per cent more than Rochester, 12.18 per cent more than Cincinnati, 8.51 
per cent more than Indianapolis, 8.41 more than St. Louis, 3.52 per cent 
more than Milwaukee, and 11.81 per cent more than Kansas City. In 
short, Cleveland leads the country in the amount of time allotted reading. 

Though the amount of time devoted is a factor, it in no wise indi- 
cates the effectiveness of instruction in a particular branch. This depends 
upon the aim and purpose of the work, the materials used, and the 
methods of teaching employed, and it is more especially in these directions 
that improvements have been made in the reading of our schools. 

Aim Made Practical 

Reading as now employed stands, to be sure, for certain attainments 
in oral expression, but it stands more particularly for a study of literature 
and for power in extracting thought and feeling from the printed page. 
To be able to read with dramatic and elocutionary effect is, of course, an 
accomplishment ; it is, however, an ornament rather than a necessity, and 
of little worth in practical life. Decidedly more necessary and useful is 
the ability to gain thought and feeling from the printed page, the ability 

16 



to read with intelligence household recipes, shop directions, the daily 
paper, magazines, and current books, for it is such ability that is needed in 
the home, in business, and in the common affairs of life. To teach read- 
ing so as to develop that power of interpretation and expression useful in 
practical affairs and daily life, is, in a word, being made the purpose of 
this branch in our schools. 

Materials Adapted and Enriched 

Gradual changes are also being made in the selections studied. Many 
of the pieces in the old readers were beyond the mental grasp of the 
child ; they made no appeal to his instincts and present needs, and in con- 
sequence were relatively valueless as materials of instruction. In the 
second place, though certain of these selections were of the highest literary 
merit, a considerable portion of them taught no truth and were unworthy 
of attention. To counteract these weaknesses increasing care has been 
exercised on the one hand to select only such material as is adapted to 
the mental ability and immediate needs of the child, and this is the reason 
why the readers of the primary grades include fairy tales, myths, legends, 
folk lore, tales of chivalry, and historical stories. On the other hand, a 
distinct effort has been put forth to use only those selections embodying 
an artistic, social, or moral truth of worth under present conditions of 
life, for it is upon reading more than upon any other study of the school 
we must depend to inculcate those social and moral ideals fundamental 
to right personal living and basic in the life of the social whole. 

The Dictionary Emphasized 

Not only have the materials of reading been enriched, but the instruc- 
tion has been extended to include considerable supplementary reading to 
the end that children may become acquainted with a number of good books 
and acquire the reading habit. Complying with the recommendation of 
the Educational Commission, each class room in all grades above the 
sixth has been provided with Webster's International Dictionary, each 
class room in grades one to six inclusive, with Webster's Collegiate Dic- 
tionary, while pupils above the fifth grade purchase Webster's Academic 
Dictionary, which will not only serve for the remaining portion of the 
elementary course, but for the high school as well. Children are encour- 
aged in the constant use of these, that they may add to their vocabularies, 
work out their studies, and learn self-reliance. 

Methods Rendered Attractive and Effective 

Attention has also been given to methods of teaching reading. The 
methods of a generation or two ago began by teaching the child his letters, 
then the syllables, ab, ib, etc. These were then combined into words of 
one, two, three, and even of seven and eight syllables, great pains being 
taken to teach the spelling of each new word. Whether the child knew 
the meaning and use of the words learned was of little consequence. With 
a goodly number of words thus mastered, the child began to read. It 
mattered not whether he had thoughts and 'feelings to express or gave ex- 
pression to any, the important thing was that he gain immediate control 
of the tools of reading. Methods now in use are opposite both in spirit 

17 



and point of approach. The child is told a story that appeals to his 
instincts, intelligence, and imagination ; he is led to repeat this in his own 
way that he may gain power and facility in oral expression. He is also 
led to make the story the basis of a game, to give expression to one part 
of it through a drawing, to another through paper folding or other con- 
structive activities ; all of which is done that the child may have vivid ap- 
preciations, clear ideas, and strong feelings. With thoughts and feelings 
to express, with the motive for learning to read aroused, the formal work 
begins. Emphasis is, however, placed upon the sentence and upon the 
word as the means of giving expression to ideas and feelings, while the 
spelling of the words employed is at first taught but incidentally. The 
parent should therefore not be disturbed when the child during the first 
few months of school life seems interested in myths, legends, and stories, 
interested in drawing and manual constructions, in the making and 
reading of sentences, but more or less oblivious to the old-fashioned 
primer and to spelling. The child is acquiring that which is of more 
value and which will later enable him to master with ease and rapidity, 
the mechanics of reading and the details of spelling. 

Equally different are the methods employed in the upper grades. In 
the old reading, the emphasis was placed upon oratorical or elocutionary 
effect. Many a child was able to read from a mere mechanical point of 
view that which he scarcely understood and what he did understand was 
due to absorption rather than to direct instruction. In contrast, the child 
now studies the selection as literature. Care is taken to bring him into its 
atmosphere, to bring him to the beauty, thought, and feeling embodied 
therein. Then and then only is he permitted to read it orally. Even then 
he is not urged to strain after dramatic effect, but asked to read with the 
view of giving simple and intelligent expression to the thoughts, feeling 
and sense of beauty acquired through his study. In short, interpretation 
and appreciation are made of first importance, which renders reading an 
aid to all the other studies of the school. 

Results 

It is therefore through giving reading a more direct and practical 
purpose, through a better adjustment of the selections to the abilities 
of the child and an enrichment of the materials used, through encouraging 
the reading and dictionary habit, and through rendering methods of teach- 
ing real and attractive, that improvements have been made, and the boys 
and girls leaving our schools given a better knowledge of the principles 
and ideals of life, rendered more able to extract thought and feeling from 
the printed page, and more efficient in the power of simple expression. 



V 
IMPROVEMENT IN SPELLING 
Educational Commission's Test 

The Educational Commission, in order that it might more accurately 
judge of the work of the schools, gave a spelling test, in the winter of 
1905, of fifty words to the eighth grade pupils of four schools. The words 

18 



given were such as, in the mind of the Commission, children completing 
the common school should be able to spell. Of the one hundred and forty- 
four pupils taking this examination only one spelled all the words cor- 
rectly, while the combined errors of the one hundred forty-four were 
1,887, or an average of 13.1 misspelled words per pupil. The Educational 
Commission made no direct comment upon these results, but a grade of 
73.79 per cent in efficiency, and a deficiency mark of 26.21 per cent were 
sufficiently suggestive to those interested in giving the youth of our city 
a thorough education in the fundamentals. 

Interest in Spelling Aroused 

Those in authority determined that, if possible, such deficiency in 
spelling should be corrected. With the opening of schools in the fall of 

1906, increased attention was given to the aim, materials, and methods of 
teaching spelling, and increased care was exercised to arouse the teachers 
to the importance of the subject and to excite an interest and a pride on 
the part of children in being good spellers. On December 10th there was 
held what was termed the First Spelling Contest, or the first test of the 
new work in spelling. This examination consisted of fifty written and 
five oral words, respectively, for the children of the fifth, sixth, seventh, 
and eighth grades ; the test words for each grade were selected from their 
spelling work of the term. This spelling contest was followed, May 24th, 

1907, by an Annual Contest in which all the children of the four grammar 
grades participated. The test for each grade consisted of fifty words 
to be written and five words to be spelled orally, or a total of fifty-five. 
The words used were selected from the work of the year for the respective 
grade and were those experience has shown are the most often misspelled. 
Similar annual spelling contests were held March 23rd, 1908, and May 
25th, 1909. 

Results of Spelling Contests 

Table III shows the number of children participating in the Educa- 
tional Commission's test, the number of words given, the average number 
misspelled per pupil, and the average per cent of efficiency; also the 
same facts for the first and the three annual contests in the eighth grade : 

Table III 





Pupils 
Examined 


No. of 
Words 


Avg. No. Mis- 
spelled Words 
Per Pupil 


Avg. Per Cent 

of 

Efficiency 


Commission's Test* 


144 

3148 
2806 
3494 
3529 


55 
55 
55 
55 
55 


14.414 

7.287 
6.116 
1.589 
1.675 


73.79 


First Spelling Contest 


86.75 


First Annual Contest 


88.97 


Second Annual Contest 


97.11 


Third Annual Contest 


96.96 



It will be observed that the average number of misspelled words per 
pupil in tests of fifty-five words has been reduced for the eighth grade 
from 14.414 to 1.675, an average decrease per pupil for all eighth grade 

♦Translated into terms of fifty-five words. 

19 



children of 88.37 per cent, or in other words, the children taking the Com- 
mission's test in ipoj misspelled on the average 8.6 times more words than 
the children taking the Annual Contest in ipop. 



Fig. 3 



Commission's Test 
1st Spel'ng Contest 
1st Annua! Contest 
2d Annual Contest 
3d Annual Contest 
Fig. 3 




Black shows part of fifty-five words misspelled in each test from Educational Com- 
mission's Spelling Test, 1905, to Third Annual Spelling Contest, 1909. 



On the other hand, the average efficiency in spelling, as based upon 
these tests, has risen from 73.97 per cent to 96.99 per cent, an average 
increase for each child of the eighth grade of 2 3.1 J per cent, which is an 
average gain in efficiency per pupil of 31.39 per cent. 



jo 



Fig. 4 

J»10 GO 



B-6 



iCTO 

1 



Commission's Test 

1st Spel'ng Contest 

1st Annual Contest 

2d Annual Contest 

3d Annual Contest 

Fig. 4 Black shows increase in efficiency from Educational Commission's Spelling Test, 1905, 

to Third Annual Spelling Contest, 1909. 




The Chicago Test 

This increase in efficiency rests upon the assumption, of course, that 
these different tests were equally representative, and equally difficult, 
which is believed to be true. There is, however, further evidence that the 
children of the Cleveland schools are efficient in spelling. On December 
13th, 1907, a list of twenty words was submitted to all eighth grade pupils. 
This list was taken from Chicago, where it was used in eight different 
eighth grade schools. 

The best record of any eighth grade in Chicago with this list was 
84 per cent, and the lowest 57 per cent. The best record of any Cleveland 
eighth grade was 93.66 per cent, the lowest 74 per cent, while the average 
for the seventy-two schools, taking the test, was 84.17 per cent, a better 
average record for all our schools than the individual record of the best 
eighth grade in Chicago. 

20 



N. E. A. Spelling Contest 

• 

The efficiency of Cleveland children was again put to trial in the 
Spelling Contest of 1908, held under the auspices of the National Educa- 
tion Association — Erie, New Orleans, Pittsburg and Cleveland partici- 
pating, each being represented by a team of fifteen spellers, the best of 
their respective city. The contest consisted of one hundred written and 
five oral words, or one hundred five words per contestant; that is, each 
team spelled fifteen hundred seventy-five words. The total written and 
oral errors was as follows : Erie 8j, New Orleans 66, Pittsburg 47, Cleve- 
land 40. The Cleveland team having the smallest number of errors was 
declared the winner, no slight tribute to our schools and to our instruction. 

Test of 1858 Re=given 

Perhaps even a severer test of the efficiency of children of today was 
the giving to all eighth grade schools, May 17th, 1909, the spelling exam- 
ination which was set to the corresponding grade of pupils of the Cleve- 
land schools, July, 1858. The test consisted of twenty words. Table IV 
gives the number of pupils examined, the average number of misspelled 
words, and the average per cent of efficiency in each case : 

Table IV 



Examination of 1858 
Same in 1909 



Pupils 
Examined 



143 
3240 



Avg. No. Mis- 
spelled Words 
Per Pupil 



5.215 
4.307 



Avg. Per Cent 

of 

Efficiency 



73.92 
78.46 



The children of 1909 were at a disadvantage in taking this examina- 
tion, for the words employed were selected from the spelling work of the 
year and were for this reason familiar to the children of 1858. Notwith- 
standing this, the children of 1858 misspelled on the average practically 
one more word per pupil than those of 1909, giving the children of 1909 
a better average efficiency mark by 4.54 per cent, which represents an 
average gain in efficiency of 6.12 per cent. In a word, judged upon the 
basis of this test, the children of 1909 are better spellers than the children 
of 1858, the "golden age of spelling." 



Fig. 5 



Test of 1858 




fro 



\crt> 



Same in 1909 



Fig. 5 Black shows per cent of efficiency for Spelling Test given in Cleveland Schools 

in 1858, and for same re-given 1909. 



Inferences 

Taking the evidence at hand, it is sufficient not only to make clear 

21 



that there has been great gain in the work in spelling since the test of the 
Educational Commission, but to establish also that we lead the country in 
this respect, and that spelling is better taught and better results are secured 
now than ever before in the history of the schools of Cleveland. 



VI 

IMPROVEMENT IN WRITING 

Spencerian System 

For more than a quarter of a century prior to 1896, some form of 
Spencerian writing was taught in the schools of Cleveland. The older 
type of Spencerian writing was on the whole a florid style in which fine 
lines, flowing curves, delicate shades, and complex letter-forms prevailed. 
Gifted children became excellent penmen under this system, but the at- 
tainments of the majority were indifferent; their writing lacked speed and 
simplicity. Furthermore, children on leaving school soon fell away from 
the standards of the copy book and acquired a new hand more fitted to 
practical usage. Business men also insisted upon a more simple and 
direct style. - 



Fig. 6 

Fig. 6 Sample of Spencerian Writing. Sixth grade pupil. Taught in Cleveland 

Schools until 1896. 



Introduction of Vertical System 

The results attained with the Spencerian system then used being un- 
satisfactory, the vertical system was introduced in 1896. The chief claims 
of this system are its simplicity and its legibility. 

22 




S/<?^< 



Fig. 7 



LUnJxr 




JruMu, 






U tbLdt , lilt i 

et AsbLdtd 

Fig. 7 










Sample of Vertical Writing. Sixth grade pupil. Taught in Cleveland 
Schools until 1905. 



That vertical writing has these characteristics cannot be questioned. 
Experience, however, has shown that under this system of instruction 
children fall into habits detrimental to a running hand, and not only lack 
fluency and speed, but lose their individuality. So unsatisfactory had the 
vertical system become by 1905 that a special committee of the Board of 
Education was appointed to investigate the system of writing taught. 

The Committee sought information from all sources. The following 
is a summary of the report of the Supervisor of Writing: "Probably two- 
thirds of the pupils write a back-hand. Speed tests in the grammar grades 
show that the slowest and most labored specimens are written by those 
who write a vertical hand. Teachers in the higher grades are dissatisfied, 
while parents complain of vertical writing, and business men condemn it. 
Eight years of careful observation and experience with the present system 
fully convinces me that we are losing ground." In the same vein ran the 
report from the Chamber of Commerce : "The vertical hand is not adapted 
to business purposes, and it is a handicap to the youth leaving school and 
seeking employment." On the ground of such testimony, the committee 
recommended a change. 

The Practical Writing System 

The committee was of the opinion that "a business style of writing 
with such letter-forms and connections as will produce legibility, speed, 
and individuality should be taught." The recommendation of the com- 
mittee led, March 6, 1905, to the adoption of "The Practical Writing 
System." 

With this system as a basis, there is now being developed in our 
schools a style of writing slightly slanted and with clear and simple letter- 
forms. Everything has been cut away that interferes with simplicity, 
legibility, fluency, and speed, giving a type of penmanship in accord with 
present taste, and adapted to private use and business needs, and such 

23 



that when pupils leave school, they will not feel inclined or find it neces- 
sary on going to work to change their hand. In a zvord, the time spent in 
the school on writing is being made to count for something in life. 



Fig. 8 
Fig. 8 Sample of Present Style. Sixth grade pupil. 



Fore=arm Movement 

Not only has a new system of writing been adopted, but new methods 
of teaching have been introduced. Movements and habits making for 
good writing later in life are emphasized rather than immediate, labored, 
and stereotyped results. Consequently, that proper writing habits may 
be inculcated, pupils are exercised in a free fore-arm movement which 
experience has taught is the most conducive to fluency, legibility and 
rapidity. Aside from free fore-arm movement and proper position and 
posture, uniformity of size, uniformity of slant, and uniformity of spacing 
only are insisted upon. This gives every child opportunity to develop the 
type of writing suited to his individuality, and only those expressions of 
individuality are suppressed which interfere with the acquisition of a clear 
hand and with the attainment of ease and speed. 

Supervisors Trebled 

To the end that the work in writing might be strengthened, the super- 
visory force has been trebled and the attention of the supervisors directed 
to securing proper movements. They give illustrative lessons, instruct the 
children, mark practice papers, and give regular movement tests. All of 
which centers instruction upon the fundamentals in the development of a 
good and useful hand. 

Exhibits Installed 

That greater interest might be aroused on both the part of teachers 
and pupils in this essential study, annual exhibits of the writing of all 
the children of each school have beeen inaugurated, and that both teachers 
and pupils might have a basis of comparison, exchange writing exhibits 
between different schools have been established. The enthusiasm aroused 
by these exhibits and the interest manifested in them by the public cannot 
help but react to the good of this work. 

24 



The Outcome 

The introduction and development of a simple, legible style of writing 
adapted to private purposes and business demands, the massing of in- 
struction upon the fore-arm movement — the basis of fluency and speed, 
making allowance for taste and individuality, trebling the supervisory 
force, and stimulating interest by annual writing exhibits, are the forward 
strides made of late, and they open, as it is believed, a new period in 
efficient writing to the children of our schools. 



VII 

IMPROVEMENT IN ARITHMETIC 

Place Assigned Arithmetic 

Arithmetic, along with reading, has always held a place of importance 
in the Cleveland schools. Though the introduction of other branches has 
brought to other studies a reduction in the attention given, half a century 
has made but slight inroads upon the position of arithmetic. 4.18 per cent 
marks the difference in the total time of the school allotted to it in 1858 
and now, and .45 of one per cent is the measure of the difference in the 
emphasis given at present and in 1878. In a word, arithmetic occupies the 
same place in the program of studies today that it did thirty years ago. 

Apart from reading and language, almost as much time is devoted to 
arithmetic as to any three other studies of our elementary schools. To it 
is awarded almost twice as much as is credited to both geography and 
history, three times as much as is assigned to music, four times as much as 
is allotted to drawing or manual training or household arts, and three 
times as much as is spent on physical training-physiology and hygiene. 
Indeed, one whole day out of every six is given to this study. In a word, 
to it is devoted, wisely or unwisely, one-sixth of the elementary school life 
of our children. 

Not only is there spent on arithmetic, apart from reading and 
language, almost three times the attention given to any other study, but 
there is allotted it of the total time of our elementary schools, j per cent 
more than New York, 5.38 per cent more than Chicago, 4.43 per cent more 
than Indianapolis, 1.42 per cent more than St. Louis, 1.69 per cent more 
than Milwaukee, and 1.3 per cent more than Kansas City. In fact, more 
time is credited to arithmetic in Cleveland by 1.25 per cent than the aver- 
age in ten of the most important cities of the country. 

Results in Arithmetic Questioned 

Though a large part of the time of our schools has always been 
allotted to arithmetic, the results derived have not always been corre- 
spondingly good. To test the efficiency of our pupils in this branch, the 
Educational Commission gave in 1905 an examination, to four eighth 
grade schools, covering the fundamental operations and their application 
to percentage. The results of this test were such as to suggest that 
arithmetic needed serious attention. Effort was made at once to render 
the instruction in this subject more practical, to limit it to topics more 
directly related to industry and business, and to render methods more 

25 



concrete and effective, to the end that the fundamental operations be em- 
phasized and pupils taught their application to business practice. 

Commission's Test Re=given 

That it might be known whether or not progress was being made in 
the teaching of arithmetic, the examination of the Educational Commis- 
sion was re-given February 2nd, 1909, to all the eighth grade schools of 
the city. This examination, having been used in only four schools by the 
Commission, was unknown to all but a small per cent of our teachers. 
Neither teachers nor pupils were in any way prepared for it, and it was 
not known that this was the Commission's test until after the papers of 
the pupils were corrected and delivered to the office. The examination 
consisted of one problem each in business practice, addition, subtraction, 
multiplication, division, and percentage. 

Table V gives the number taking the respective problems in 1905 and 
in 1909, the average efficiency in both tests for each problem, also the 
average improvement in efficiency for each problem over 1905 : 



Table V 



Business Practice. 

Addition 

Subtraction 

Multiplication 

Division 

Percentage 



Pupils 
Examined 


Average Per Cent 

of 

Efficiency 


1905 


1909 


Corn's. 
Test 


Our 
Test 


144 
190 
193 
191 
193 
192 


3350 
3350 
3350 
3350 
3350 
3350 


39.583 
45.263 
88.601 
12.041 
55.440 
67.708 


66.208 
85.791 
96.567 
46.089 

77.850 
80.985 



Average Per Cent 

of Improvement 

over 1905 



66.21 

89.53 

8.99 

282.76 

40.42 

19.60 



It will be observed that in no case was there a failure of the children 
of 1909 to make a gain over the children of 1905. These gains vary from 
7.97 per cent in subtraction, to 40.53 per cent in addition. 



26 



<*0 



"J3» 



Fig. 9 




ITT> 





A«>\ ci 1 1 \ o n 




i <=>^ s H9 













■3 u bTr«^cJr i o i-^ 




M^oit; plication 




^£>\ v\^>\c>tn 






Pe- kg, eL i-i"ta\ Q e- 


/90 5" 








J303 





Fig. 9 Black shows per cent of efficiency for each problem of Educational Com- 
mission's Test 1905, and when re-given 1909. 

^ If these average gains in efficiency per pupil are translated into terms 
of improvement, the children of our schools improved, between 1905- 
1909 on the average in business practice 66.21 per cent, in addition 89.53 
per cent, in subtraction 8.99 per cent, in multiplication 282.76 per cent, in 
division 40.42 per cent and in percentage 19.60 per cent, evidence that the 
fundamental operations and their practical applications are not being 
neglected in the Cleveland schools at the present time. 

^ Table VI gives the number of pupils examined, the average number 
of incorrect answers per pupil, and the average per cent of efficiency in 
the examination as a whole in 1905 and 1909 : 



27 



Table VI 



Pupils 
Examined 



Commission's Test 1905. 
Same 1909 



184 
3350 



Avg. No. Incor- 
rect Answers 
Per Pupil 



2.875 
1.465 



Avg. Per Cent 
of 

Efficiency 



47.96 

75.58 



Taking the test as a whole, the children of 1905 made, it will be 
observed, twice as many errors on the average as the children of ipop, 
while the average gain per pupil in efficiency over 1905 for the test as a 
whole is 27.62 per cent, representing an average improvement of 57.58 
per cent. 

Test of 1856 Re=given 

That still another basis of judgment might be had, there was given, 
May 28th, 1909, to all eighth grade pupils, the same examination in arith- 
metic as was given July, 1856, to the twenty best pupils in each of the 
grammar schools of that year. These twenty best pupils were candidates 
for admission to the high school and correspond to eighth grade pupils 
of today. 

Table VII gives the number of pupils taking the examination, the 
average number of incorrect answers per pupil, and the average per cent 
of efficiency for both 1856 and 1909: 

Table VII 



Examination of 1856. 
Same 1909..... 



Pupils 
Examined 



162 
3081 



Avg. No. Incor- 
rect Answers 
Per Pupil 



10.358 
8.074 



Avg. Per Cent 

of 

Efficiency 



48 21 
59 63 



This examination of 1856 was a difficult one for the children of the 
present. Not only were the problems of a different character from those 
now used, but three of them came under parts of arithmetic which we no 
longer teach, and could only be solved by our children through the inde- 
pendent application of their general power in arithmetic. This was done 
in a few cases. 

Despite this heavy handicap, it will be observed, that the children of 
1856 made on the average two more errors than those of 1909, and that 
the latter made a better average grade in efficiency than the former by 
11.42 per cent. 

Fig. 10 



Test of 1856 



Same in 1909 




bo 



»o 



I OO 



Fig. 10 Black shows per cent of efficiency for Arithmetic Test given in Cleveland 
Schools 1856, and for same re-given 1909. 

28 



In other words, the children of 1909 show an average improvement 
in efficiency in arithmetic over those of 1856 of 23.69 per cent. This im- 
provement was made moreover in the face of the fact that in 1856, 20.58 
per cent of the total time of the school was devoted to arithmetic against 
16.40 per cent at present. Evidence that less time may be given to arith- 
metic without loss to efficiency, when it is correlated with geography, 
history, drawing, manual training, and household arts; that is, when it is 
applied to practical activities and constructions. 

Increased Efficiency 

In view, therefore, of the outcome of re-giving the test of the Edu- 
cational Commission and re-giving the examination of 1856, it would seem 
fair to conclude, that marked progress had been made in the teaching of 
arithmetic since 1905, and that the children now graduated from the 
grades are more efficient in this fundamental study than those coming 
from our schools a half century ago, a time when children were sup- 
posed "to know arithmetic." 



VIII 

THREE R'S IN THE NORMAL SCHOOL 

Not only has a distinct effort been put forth to improve instruction 
in the fundamentals, but attention has also been directed to securing for 
our new teachers a better preparation in the essentials. 

For a number of years past, little consideration was given in the 
normal school to the three R's. Spelling found no place on the program 
of studies, there was no academic instruction in arithmetic, and writing 
fell into the background. Our new teachers consequently had no prepara- 
tion in these branches other than that received in the grades, and as a 
result were unprepared on entering the schools to give instruction in 
these studies. 

In the reorganization of the normal school in 1908, the three R's 
were assigned a large place in the new course of study. Though the 
hours credited to English were reduced, the time assigned to a direct 
preparation to teach reading was increased, spelling was introduced, 
more hours by 60 per cent were allotted to arithmetic, while the time given 
writing was more than doubled. 

With the three R's restored to their rightful place in the normal 
school, with the young people graduating from it and entering our schools 
as teachers well-grounded in the essentials, there is reason to believe that 
there will be greater improvement in the efficiency of our children in the 
three R's in the future than there has been in the immediate past. 



IX 
CONCLUSIONS 

In view of the time allotted the three R's in our schools, in view of 
that accredited these branches in other cities of like size, and in view 
of the time formally assigned them, the three R's occupy a commanding 

29 



position in our course of study, and their position is not being encroached 
upon by the less important branches. All things considered, Cleveland 
leads the country in the place assigned these studies in the program of 
the school. 

In view of the changes making for the better in reading and writing, 
and in view of the increased efficiency in spelling and arithmetic shown 
by the children now leaving our schools over those of 1905, and over those 
of 1858, and 1856, great improvement has been made during the last 
four years in the teaching of the three R's and in the results obtained. 

In view of the increased emphasis now placed upon the essentials in 
the normal school, and consequently in the preparation of our teachers, 
even greater improvement in efficiency in these fundamental studies may 
be expected in the future. 

In view of the increase in efficiency in reading, spelling, writing, and 
arithmetic made since 1905, it is evident that our elementary schools can 
do the larger work imposed upon them by present conceptions of elemen- 
tary education; that is, they can adapt their work to the needs of the 
whole community, can give the rising generation that practical knowledge, 
that power in application, and that skill in execution most helpful in 
meeting the demands of present social, industrial, and commercial life. 
In a word, they can teach geography, history, music, drawing, manual 
training, household arts, and physical training, and at the same time, when 
due care and attention are. exercised, can give the on-coming generation 
a better grounding in reading, spelling, writing, and arithmetic, than has 
ever before been given in the educational history of Cleveland. 

The progress made during the last years in increasing the efficiency 
of our children in the essential branches of the school, is the result of a 
combined effort on the part of the teaching body. To our supervisors, 
principals, and teachers is due the credit. For their endeavors they 
have my hearty thanks, and it is my hope that together we may arouse 
still greater interest in the three R's and bring about still greater efficiency 
on the part of our children in these fundamental studies. 

Respectfully submitted, 

W. H. ELSON, 

Superintendent of Schools. 



30 



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